Innovative Approaches in Teaching English Writing to Chinese Speakers

Description

Informed by theory, research, and classroom practice, the volume provides a systematic overview of critical L2 writing issues. Additionally, with the aim to support instruction across all levels of education for Chinese speakers, this book introduces pre-service and in-service teachers to new teaching ideas, techniques, and practice. Preface Acknowledgements Contents Contributors Teaching English writing in Chinese speaking regions Integrating e-learning into process writing: The case of a primary school in Hong Kong A dual case study of perceptions of strategy-based training and peer review stances among Hong Kong secondary students: An activity theory perspective Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students A pedagogical inquiry into students’ writing skills development from the perspective of English as a lingua franca: Insights from secondary and tertiary English language education in Taiwan Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study Metacognitive strategy-focused instruction in a writing across the curriculum programme in a Hong Kong university: The impact on writing performance A narrative inquiry into washback of highstakes and low-stakes testing on second language English writing in Hong Kong higher education Preparing Chinese novice writers for academia: An integrated genre-based approach for writing research articles Toward better English for research publication purposes practices through the lens of activity theory: A case study of a cross-disciplinary graduate writing course in Taiwan Practice and future directions for developing Chinese speakers’ English writing across different education levels Index